Speaking anxiety represents one of the most persistent barriers to oral language development among EFL learners in higher education, yet the specific mechanisms through which technology-mediated prese

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Mediating effect of gender on communicative strategies and public speaking anxiety among Senior High School students (2026) · doi

  Based on the findings and conclusions of the study, several recommendations are proposed. The instructional enhancement framework titled “From Avoidance to Achievement” may be evaluated, validated, and localized by Oral Communication in Context teachers within the Schools Division Office of Tarlac Province to determine its applicability in classroom-based oral communication instruction. 88 International Journal of Language, English Studies, Translation, and Communication Research (IJLESTCR) Regular assessment of students’ communicative strategy use and public speaking anxiety levels may also be conducted to monitor learners’ communication development and identify appropriate intervention strategies. Communication training programs and anxiety-sensitive instructional approaches may likewise be designed for students who demonstrate elevated levels of communication apprehension, particularly among female and HUMSS learners. Furthermore, English language teachers and communication educators may integrate learner-centered speaking activities, collaborative communication tasks, and supportive oral interaction strategies that encourage the use of compensatory communicative behaviors instead of avoidance patterns. Future researchers may also conduct longitudinal or comparative studies involving other academic strands, educational settings, or ESL populations to further examine the relationship between communicative strategies, gender, and public speaking anxiety. REFERENCES Ahmad, S. N., Rahmat, N. H., Shahabani, N. S., & Khairuddin, Z. (2022). Discovering the relationship between communication strategies and fear of oral presentation among university students. International Journal of

  Keywords: communication oral strategies students communicative speaking anxiety based instructional avoidance teachers international journal language english
• Effect of Educational Strategies on Anxiety in the Second Language Classroom: An Exploratory Comparative Study between U.s. and Spanish First-Semester University Students. (2004)

  Although the study did not control for factors that may influence language apprehension, the results show that in randomly-selected settings, where an 'early start' and 'a well-articulated teaching framework' were part of the language background of students surveyed in Spain, their perceived levels of anxiety towards the second language (English) were generally higher than those of the students surveyed in the United States (Spanish).

  Keywords: language students surveyed control factors influence apprehension show randomly selected settings early start well articulated
• Enhancing Confidence and Reducing Anxiety: Zoom Meetings in EFL Speaking Practice (2026) · doi

  Speaking anxiety represents one of the most persistent barriers to oral language development among EFL learners in higher education, yet the specific mechanisms through which technology-mediated presentation environments address this challenge remain insufficiently understood.

  Keywords: speaking anxiety represents persistent barriers oral language development among learners higher education specific mechanisms technology